Developing Cross-Cultural Competencies in Management Education via Cognitive-Behavior Therapy

Mendenhall, Mark E.; Arnardottir, Audur Arna; Oddou, Gary; Burke, Lisa A.

doi:10.5465/amle.2012.0237

Cited by 38 publications

(17 citation statements)

References 29 publications

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“…A growing number of research studies in culture intelligence, international management and global leadership provided additional evidence in support of Jokinen's (2004) central argument that the development of these competencies is fundamental in facilitating the development of higher level competencies (Negi et al, 2010;Mendenhall et al, 2013;Thomas et al, 2008).…”

Section: Resultsmentioning

confidence: 99%

“…As discussed in a number of different studies, self-awareness is one of the most critical components in the development of cross-cultural competence. For example, in summarising the extensive review conducted by Bird, Mendenhall, Stevens and Oddou (2010), Mendenhall et al (2013) mentioned self-awareness as one of the so-called preeminent competencies that are consistently examined in the global leadership literature (Mendenhall et al, 2013, p. 437). Negi et al (2010) further noted that it is not sufficient to learn about others' cultures and that specific cultural training should promote the development of self-awareness (Negi et al, 2010).…”

Section: Phase 1: Self-discovery Competencementioning

confidence: 99%

“…We define self-discovery as a competence that includes the knowledge, understanding, skills and abilities that are needed in order to engage in self-exploration, self-reflection and identity re-construction within the context of cross-cultural adaptation (Jackson, 2005;Li, Hodgetts, & Ho, 2010). Self-discovery is a critical or core cross-cultural competence because it addresses the self-awareness and self-reflection processes required to pay attention, ask questions, learn and nurture self-development (Mendenhall et al, 2013;Negi, Bender, Furman, Fowler, & Prickett, 2010). As discussed in a number of different studies, self-awareness is one of the most critical components in the development of cross-cultural competence.…”

Section: Phase 1: Self-discovery Competencementioning

confidence: 99%

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Competency-Based Training Program for International Students

Azevedo¹,

Hurst²,

Dwyer³

2015

IBR

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The purpose of this paper is to introduce a training program for developing the self-discovery and self-regulation competencies of international students. The paper combines literature review from global leadership, international education and related disciplines to advance a competency-based program that addresses a critical need for greater integration and retention of international students in their host countries. Research evidence from the literature review further suggested that key competencies such as self-awareness and self-regulation are critical for enabling the development of culturally intelligent behaviours. The program therefore introduces an initial phase of experiential learning activities in mindfulness and sense-making to foster the development of the foundational competence self-discovery. In addition, a second phase of entrepreneurial projects is designed to support individual growth in three self-regulation competencies: psychological flexibility, human sustainability and entrepreneurial thinking. The importance of this training program for the effective social integration and long-term retention of international students is discussed. Opportunities for future research are also outlined in the concluding section.

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Section: Resultsmentioning

confidence: 99%

Section: Phase 1: Self-discovery Competencementioning

confidence: 99%

Section: Phase 1: Self-discovery Competencementioning

confidence: 99%

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Competency-Based Training Program for International Students

Azevedo¹,

Hurst²,

Dwyer³

2015

IBR

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“…This approach is consistent with Blackler's (1993) argument that theories of knowing should focus on the activity or practice, not on static knowledge itself. For example, new approaches to management education emphasize the process of learning, including therapy-based techniques (Mendenhall, Arnardottir, Oddou, & Burke, 2013) and techniques that force learners to have their expectations disconfirmed (Rosenblatt, Worthley, & MacNab, 2013), both approaches consistent with current learning theories (Hofer & Pintrich, 1997). This KIP approach means attention is shifted from content to the activities a student needs to be able to accomplish.…”

Section: Extending Knowledge-in-practice To Management Educationmentioning

confidence: 99%

Instructional Design as Knowledge Management

McIver

Fitzsimmons

Flanagan

2015

Journal of Management Education

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ABSTRACT. Decisions about instructional methods are becoming more complex, with options ranging from problem sets to experiential service learning projects. However, instructors not trained in instructional design may make these important decisions based on convenience, comfort, or trends. Instead, this paper draws on the knowledge management literature and specifically the knowledge-in-practice framework to develop a theoretical process for choosing instructional methods. This process classifies the underlying knowledge structure of learning objectives along the dimensions of tacitness and learnability, then matches the knowledge structure with instructional methods that will be the most appropriate fit for students working towards that learning objective. We propose that the integration of knowledge management with instructional design offers valuable insights into the process of choosing appropriate instructional methods, and our framework can help instructors determine which instructional methods are the best match for their learning objectives. INSTRUCTIONAL DESIGN AS KNOWLEDGE MANAGEMENT: A KNOWLEDGE-IN-PRACTICE APPROACH TO CHOOSING APPROPRIATE INSTRUCTIONAL METHODSThis is a pre-publication version of the following article:McIver, D., Fitzsimmons, S., and Flanagan, D. (2015 INSTRUCTIONAL DESIGN AS KNOWLEDGE MANAGEMENT:A KNOWLEDGE-IN-PRACTICE APPROACH TO CHOOSING INSTRUCTIONAL METHODSAs management instructors, when we are offered a new course, it can feel like we are being given a blank slate. Beyond developing learning objectives, we must design instructional methods that will help students achieve those objectives (Reigeluth & Carr-Chellman, 2009b).Instructional design decisions are critical, yet the abundance of choice can be overwhelming.Some instructors may stick with the tried and true, using face-to-face lectures and individual assignments. Others may be drawn to newer methods, such as simulations, service learning and internship-based education. We argue that current frameworks, including the dominant Bloom's taxonomy, usually end with learning objectives, a step prior to the final step of choosing instructional methods (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956). This challenge is metaphorically related to the last-mile challenge of package delivery services; they can move packages to within a mile of the end destination relatively efficiently, compared to the resources expended to move packages the last mile. In the same way, instructors now have guidance shaping instructional design up until the point of choosing among instructional methods, yet that final decision is crucial to the success of all previous decisions. Instructional methods ought to be applied mindfully, based on an understanding of each method's appropriateness with respect to the intended learning objectives, yet frameworks give minimal guidance on how to make these decisions. Given the current profusion of instructional method options, instructors would benefit from a theory-based rationale for determining which instruct...

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“…Professors rated student competency and students rated their own competency. The Global Competencies Inventory (GCI) developed by the Kozai Group 14,15,16,17,18 is designed to assess personal qualities associated with effectiveness in environments where there are cultural norms and behaviors different from one's own. The information contained in the feedback report can provide a basis for understanding both current competencies as well as point to opportunities for future development and growth.…”

Section: Global Competency Inventorymentioning

confidence: 99%

Developing Global Learning Outcomes in a Civil Engineering Program

Burian¹,

Schmücker

Lenart

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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is an Associate Professor of Civil and Environmental Engineering at the University of Utah. Dr. Burian's career spans two decades during which he has worked in design engineering, as a scientist at Los Alamos National Laboratory, as a professor at the University of Arkansas and the University of Utah, and as a co-founder of Harit Solutions, an engineering design and sustainability consulting firm in India. He has research and teaching expertise related to the engineering of sustainable and resilient urban water infrastructure systems, including water supply, stormwater management, flood control, and wastewater collection. Dr. Burian currently serves as the Director of the USAID-sponsored U.S.-Pakistan Center for Advanced Studies in Water and an Associate Director of the Global Change and Sustainability Center at the University of Utah. During his career, Dr. Burian has been involved with several engineering education endeavors including serving as the Co-Director of Sustainability Curriculum Development at the University of Utah, an Assistant Mentor and Mentor for the ASCE ExCEEd Teaching Workshop, the Secretary/Treasurer for the ASEE Civil Engineering Division, and a frequent collaborator on engineering education projects and ASEE annual conference papers.Dr. Douglas Schmucker P.E., University of Utah Dr. Schmucker has 20 years experience in teaching and consulting. Focused on high quality teaching following the T4E, ExCEEd, and NETI teaching models, he is currently a full-time teaching professional with a focus on online, practice, project, and problem-based teaching methodologies. His research focuses on land management policy in two discrete areas. The first relates to civil infrastructure projects and landscape-scale impacts on habitat, community resilience, and longterm land use planning; the second involves the utilization, conservation, and management of big game wildlife resources.For the past five years he has led various transdisciplinary teaching and research projects examining land and wildlife resource management conflicts vis-à-vis public policy, assessing stakeholder needs and desires, resource analysis, and collective impact engagement. Currently, he is working closely with several local and national organizations to research and rally opposition against the transfer of federal public lands to state governance. Developing Global Learning Outcomes in a Civil Engineering Program AbstractTo best serve their constituencies, civil engineering education programs must adapt to an evolving profession and shifting societal needs. Globalization is an example of a recent key issue affecting civil engineering practice and in turn instigating changes in curricula and pedagogy. The American Society of Civil Engineers (ASCE) convened a summit in 2006 to discuss the changing landscape of the profession responding to globalization and sustainability, among other issues. The summit helped to articulate a vision for the future of civil engineering and initiate the development of the Civil Engineering Body of Know...

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Developing Cross-Cultural Competencies in Management Education via Cognitive-Behavior Therapy

Cited by 38 publications

References 29 publications

Competency-Based Training Program for International Students

Competency-Based Training Program for International Students

Instructional Design as Knowledge Management

Developing Global Learning Outcomes in a Civil Engineering Program

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